Findern’s Little Critters Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are collected from their classrooms by the club staff at the end of their school day. They eagerly ask staff if they are coming to the club.

Children 'punch the air' and squeal with delight when they are told that they are on the list. They confidently chat to staff, the inspector and each other about their day at school and are happy to share their experiences. The familiar, caring staff have built trusting relationships with the children.

This helps to nurture children's sense of belonging.Children readily make choices, such as whether they want to play inside or outside, and have immense fun at the club. They h...ave opportunities to develop their physical skills and coordination.

An example of this is when children learn to aim the ball over the net and towards the person on the other side, while they play tennis. Staff show them how to hold their racket with two hands to gain more control. Children enjoy this and try to improve with each turn.

They support each other as they give advice on technique and provide encouragement that they can do it as they say 'give it another go'. Children show good manners, are polite and respectful to each other and they behave well. They use the outdoor space well to extend their movements as they run, climb, explore, throw, kick, roll and use equipment to challenge their existing skills.

What does the early years setting do well and what does it need to do better?

Partnerships with parents are strong and parents speak highly of the club and the staff. Parents are informed about their children's time in the club and they know who to speak to if they have questions or concerns. In addition, the relationship with the host school is strong.

Staff exchange information and relay messages from teachers and parents to help with communication and consistency.The provider has an accurate overview of the club and she wishes to continue to build on the opportunities they provide to children. For example, she discusses that they would like to introduce more baking and cooking opportunities, recognising the new skills that children can learn.

In addition, the provider has added flexible fees for shorter sessions to make the club more accessible for all families. Children's interests are regularly sought to ensure they are reflected in the club activities. They talk about how much they like being able to play outside and have time to play with their friends.

Staff effectively engage children through their own curiosity and thoughts. They show enthusiasm in their interactions. For example, when the children find an ants' nest, staff take the opportunity to observe this with the children and talk about the natural world.

They learn new knowledge, such as that a group of ants is called 'an army of ants', and discuss the ants' strength compared to humans.Snack time has changed since the COVID-19 pandemic began. Children have not yet returned to preparing and self-serving their own snack as they previously did.

The provider recognises this restricts the promotion of children's independence skills somewhat. She plans to return to pre-pandemic procedures shortly as we progress through the pandemic.Staff promote an understanding of difference in many ways.

For example, children have opportunities to experience multicultural foods and engage in craft activities based around religious festivals. Children also actively take part in school and community fundraising events, such as village fairs and Easter Bonnet parades. They have recently gathered donations to support families affected by the war in Ukraine.

Staff supervise children well. They use walkie-talkies to communicate that the children are moving between indoors and outside. Risk assessments are completed regularly.

Before children access the outdoors, the gates are checked to ensure that they are secure. These practises help to maintain a safe and secure environment to keep everyone safe.Staff plan a wide range of activities and resources that promote children's interests and learning.

Children of all ages play and interact together. They often absorb themselves for a long time at a chosen activity. For example, they use their imagination as they play with the dough.

They create their own 'ice cream' scoops and think about what the flavour would be for each colour of dough.

Safeguarding

The arrangements for safeguarding are effective.Staff have good knowledge of the signs and symptoms of possible abuse and neglect.

They know the procedures to follow should they have any concerns about a child in their care or the professional conduct of a colleague. All staff attend mandatory safeguarding training and keep up to date with changes in legislation and policy. Staff are vetted, suitable and understand their roles and responsibilities.

They are deployed well to ensure good levels of supervision and support for all children. Staff are trained in paediatric first aid and keep this up to date. They record children's accidents and share these promptly with parents.

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